Relationships between Language Teachers’ Time-management Skills, Creativity, and Burnout: A Mediation Analysis
DOI:
https://doi.org/10.11575/ajer.v61i1.56004Keywords:
Language Teacher Burnout, Teacher Time Management, Language Teacher Creativity, Mots clés, épuisement des enseignants de langue, gestion du temps par les enseignants, créativité des enseignants de langueAbstract
The present study aimed to investigate the effects of language teachers` time management and creativity skills on their burnout levels. The sample consisted of 213 Iranian language teachers. The Maslach Burnout Inventory (MBI), Creative Behavior Inventory (CBI) and Time Management Skills Questionnaire (TMSQ) were employed for data collection. By taking a Structural Equation Modeling approach, the study proposed a model that explored the direct effects of teacher creativity on burnout level of language teachers. Additionally, the study investigated the mediating role of time management skills on the correlations between teacher creativity and burnout levels. The results revealed that the total effects of creativity on all aspects of burnout dimensions were significant; however, after the intervention of time management as a variable, the effect of depersonalization proved insignificant; and, although still significant, for the other two subscales of burnout (emotional exhaustion and depersonalization), the effect markedly decreased. Therefore, the mediation role of time management was rejected.
La présente étude porte sur les effets de la gestion du temps et la créativité des enseignants sur leurs niveaux d’épuisement. L’échantillon des participants consistait en 213 enseignants de langue iraniens. L’inventaire d’épuisement mis au point par Maslach, l’inventaire du comportement créatif et un questionnaire portant sur les compétences de gestion du temps, ont servi dans la collecte des données. Adoptant l’approche de la modélisation par équation structurelle, l’étude a proposé un modèle qui a exploré les effets directs de la créativité des enseignants de langue sur leur niveau d’épuisement. De plus, l’étude s’est penchée sur le rôle de médiateur que pourraient jouer les compétences en gestion du temps sur les corrélations entre la créativité des enseignants et les niveaux d’épuisement. Les résultats indiquent que dans leur ensemble, les effets de la créativité sur tous les aspects de l’épuisement sont significatifs; toutefois, quand on introduisait la gestion du temps comme variable, l’effet de la dépersonnalisation n’était pas significatif. Quant aux deux autres sous-échelles de l’épuisement (épuisement émotif et dépersonnalisation), l’effet a nettement diminué, tout en restant significatif. Le rôle de médiateur de la gestion du temps a donc été rejeté.
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